Philosophy, science, education and culture
Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of educati...
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| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Netherlands
Springer
2005
|
| Series: | Science & technology education library
v. 28 |
| Subjects: | |
| Online Access: | Click Here to View Status and Holdings. |
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| 100 | 1 | # | |a Nola, Robert |e author |
| 245 | 1 | 0 | |a Philosophy, science, education and culture |c by Robert Nola and Gurol Irzik |
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| 300 | # | # | |a xi, 488 pages |b illustrations |c 25 cm |
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| 490 | 1 | # | |a Science & technology education library |v v. 28 |
| 504 | # | # | |a Includes bibliographical references and index |
| 520 | # | # | |a Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts |
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The philosophy of science science and objectivity